Socioemotional skills in students and collaborators at the National University of Education

Abstract

Socioemotional skills play a crucial role in higher education, influencing well-being, adaptation, and academic and professional performance. This study analyzes the differences in these competencies between students and collaborators at the Universidad Nacional de Educación Enrique Guzmán y Valle in the post-pandemic context, evaluating three dimensions: self-concept, self-regulation, and collaborative work.

Using a quantitative approach and a descriptive-comparative design, surveys were administered to teachers, administrative staff, and students, and data were analyzed using the Kruskal-Wallis test and the Dwass-Steel-Critchlow-Fligner pairwise comparison test. The results indicated no significant differences in self-concept between both groups (p > 0.05), suggesting a similar level of self-perception. However, students exhibited greater self-regulation (p < 0.001), demonstrating better emotional and behavioral management. Likewise, they outperformed collaborators in collaborative work (p < 0.001), reflecting a stronger tendency towards teamwork and cooperation.

These findings underscore the need to implement training strategies aimed at strengthening socioemotional skills among collaborators, particularly in self-regulation and teamwork. The design of programs that promote emotional well-being and social integration within the university environment is recommended, fostering a more balanced human and professional development.